Music and wellbeing in older adulthood Centre for Performance Science Royal College of Music Centre for Performance Science Research Teaching Knowledge exchange Research Teaching Knowledge ID: 340778
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Rhythm for LifeMusic and wellbeing in older adulthood
Centre
for Performance Science
Royal College of
MusicSlide2
Centre for Performance ScienceSlide3
Research
Teaching
Knowledge
exchangeSlide4
Research
Teaching
Knowledge
exchangeSlide5
Research areasApplied music psychology and physiologyMusical development, education and expertiseSocial and economic sciences of music
Application of new technology in music learning, creating and performingSlide6
Fitness
awareness
schemeSlide7
Hearing
awareness
schemeSlide8
Research
Teaching
Knowledge
exchangeSlide9
TeachingBMus modules in Performance science and psychology
MSc
in
Performance science *NEW*MSc in Performing arts medicine
with UCL *NEW*PhD (or DMus) in Performance scienceSlide10
Research
Teaching
Knowledge
exchangeSlide11
International Symposium on
Performance
Science 2007
Casa da
Música
Porto | PortugalSlide12
ISPS 2009
University of
Auckland
Auckland
|
New ZealandSlide13
ISPS 2011
University of
Toronto
Toronto
| CanadaSlide14
ISPS 2013
VIENNA
www.performancescience.orgSlide15
Research
Teaching
Knowledge
exchange
Rhythm
for
LifeSlide16
OverviewContextMethodsQuestionnaire resultsInterview resultsSlide17
OverviewContextMethods
Questionnaire results
Interview resultsSlide18
Healthy ageing is…“the process of optimising opportunities for physical, social and mental health to enable older people to take an active part in society without discrimination and to enjoy an independent and good quality of life.”Health is more than the absence of illness.
Swedish National Institute of Public Health (2007),
Healthy
Ageing: A Challenge for
EuropeSlide19
WellbeingHedonic perspective:Subjective experience of happiness and life satisfaction.
Eudaimonic
perspective:
Positive psychological functioning, good relationships and self-realisation.Tennant
et al. (2007), WEMWBS: Development and UK validation, Health and Quality of Life Outcomes, 5 (63)Slide20
Five ways to wellbeingConnect with others.Be active.Taking
notice of
your surroundings.
Give to others and the community.Learn something new.
Nef (2011), Five Ways to Wellbeing: New Applications, New Ways of ThinkingSlide21
Five ways to wellbeingConnect with others.
Be active.
Taking
notice of your surroundings.Give to others and the community.
Learn something new.
Nef (2011), Five Ways to Wellbeing: New Applications, New Ways of ThinkingSlide22
Musical experiences…are a powerful part of older adults’ lives (Cohen
et al.
2002).are sources of positive emotions and satisfy important psychological needs (Laukka 2007).facilitate connections with spirituality,
the maintenance of physical and cognitive skills, subjective experiences of good health, connections with self and others, and the understanding and expression of self (Hays 2005).Slide23
Making music…decreases anxiety, depression and loneliness (Koga & Timms
2001).
increases cognitive functioning (
Bugos et al. 2007).Slide24
Singing…increases perceptions of overall physical health and decreases loneliness (Cohen 2006).enhances positive affect, focused attention, deep breathing, social support, cognitive
stimulation
and regular
commitment (Clift & Hancox 2010).Slide25
However…There is little current UK research exploring the effects of learning a musical instrument
(rather
than
singing) on wellbeing.Intervention-style studies have tended to focus only on quantitative measures of health, rather than the phenomenology of good health and subjective wellbeing.Slide26
Rhythm for Life
Aim:
To enhance wellbeing among older adults through the implementation and evaluation of creative music-making packages delivered by young musicians
Rhythm
for
LifeSlide27
Research questionIn what ways can learning to make music in older adulthood contribute to subjective wellbeing?Slide28
OverviewContextMethods
Questionnaire results
Interview resultsSlide29
Participants
Group
N
Age (SD)
Sex
Experimental6868.00 (9.32)51 women, 17 menComparison3067.55 (7.40)23 women, 5 men, 2 NRSlide30
ProgrammesWork Package 11-to-1
and small groups
April-July 2010 and
2011Work Package 2Creative workshopsOct-Dec 2010 and 2011
Video linkSlide31
Procedure
Experimental
group
Comparison
group
1-to-1 lessons
N=21 (13 women, 8 men)
Age=
67.57 (8.74)
Small group lessons
N=32 (26 women, 6 men)
Age=
69.88 (9.85)
Creative workshops
N=15 (12 women, 3 men)
Age=
64.60 (8.43)
U3A activities
N=30 (23 women, 5 men, 2 NR)
Age=
67.55 (7.40)
Interviews
| WEMWBS | HPLP
Demographics | WEMWBS | HPLPSlide32
WellbeingWarwick-Edinburgh Mental Wellbeing ScaleShort 7-item versionHedonic and
eudaimonic
perspectivesSlide33
Health promotion (HPLP II)
Subscale
Example
Health responsibility
Physical activity
Nutrition
Interpersonal relations
Spiritual growth
Stress managementSlide34
Health promotion (HPLP II)
Subscale
Example
Health responsibility
Discuss my health concerns with health professionals (n=9).
Physical activity
Nutrition
Interpersonal relations
Spiritual growth
Stress managementSlide35
Health promotion (HPLP II)
Subscale
Example
Health responsibility
Discuss my health concerns with health professionals (n=9).
Physical activity
Follow a planned exercise programme (n=8).
Nutrition
Interpersonal relations
Spiritual growth
Stress managementSlide36
Health promotion (HPLP II)
Subscale
Example
Health responsibility
Discuss my health concerns with health professionals (n=9).
Physical activity
Follow a planned exercise programme (n=8).
Nutrition
Eat 3-5 servings of vegetables every day (n=9).
Interpersonal relations
Spiritual growth
Stress managementSlide37
Health promotion (HPLP II)
Subscale
Example
Health responsibility
Discuss my health concerns with health professionals (n=9).
Physical activity
Follow a planned exercise programme (n=8).
Nutrition
Eat 3-5 servings of vegetables every day (n=9).
Interpersonal relations
Touch and am touched by people I care about (n=9).
Spiritual growth
Stress managementSlide38
Health promotion (HPLP II)
Subscale
Example
Health responsibility
Discuss my health concerns with health professionals (n=9).
Physical activity
Follow a planned exercise programme (n=8).
Nutrition
Eat 3-5 servings of vegetables every day (n=9).
Interpersonal relations
Touch and am touched by people I care about (n=9).
Spiritual growth
Am aware of what is important in my life (n=9).
Stress managementSlide39
Health promotion (HPLP II)
Subscale
Example
Health responsibility
Discuss my health concerns with health professionals (n=9).
Physical activity
Follow a planned exercise programme (n=8).
Nutrition
Eat 3-5 servings of vegetables every day (n=9).
Interpersonal relations
Touch and am touched by people I care about (n=9).
Spiritual growth
Am aware of what is important in my life (n=9).
Stress management
Pace myself to prevent tiredness (n=8).Slide40
OverviewContextMethods
Questionnaire results
Interview resultsSlide41
Wellbeing (all)
*Slide42
Health promotion (all)
*
*
*
*Slide43
Wellbeing (by group)
*
interactionSlide44
OverviewContextMethods
Questionnaire results
Interview resultsSlide45
Categories of effectsSubjective experiences of pleasureEnhanced social interactionsMusically-nuanced engagement in daily life
Fulfilment of musical ambition
Ability to make music
Self-satisfaction through musical progressSlide46
1. Experiences of pleasure“We always seem to be in a really good mood. It just made you feel happy I think being part of something like that.” [5K]
“I feel happier. I don’t get into depression moods so easily.”
[14R]
“It sorts of bring that life back into you. I can't explain it properly, but it’s like lighting a candle in your life again.” [7K]Slide47
2. Enhanced social interactionsIn groups:“I know some people, I met people, and you, the teacher and the organizer and the people from your group…maybe I meet them again, I feel that I now know some people in London because before that almost I don't know anybody here, and that is a great positive thing in my life – being in touch with other people.”
[6K]Slide48
2. Enhanced social interactionsIn personal life:“My objective is to play some music to my wife and to sing to my wife. She is in a nursing home, and although she has got all sorts of the mental problems about Parkinson’s and so on, the one thing that seems to be okay is her presence and her personality. She is there, she’s not dead in that sense. So, that gives me some encouragement to do something… The good part about the music is that it has the potential to involve not only groups but also, in the particular case of my wife, where I want to be able to give her something and she is able to respond in a certain way to give to me because if she could sing along with me it would be great.”
[16R]Slide49
3. Engagement in daily life“What I found mostly is I started looking out for rhythm around me and listening to beats, and it was like, you feel happy, smile on your face, and you start being aware of your surroundings… Sound is very important, everything around is frequency, you start being aware of that when you focus on music and instruments. It brings a different, another dimension, to everyday routine.”
[14R]Slide50
3. Engagement in daily life“I think it makes you feel, also I mean I hadn't been feeling very well in recent times and getting myself out and going to that, it sort of cheered me up. It brings you out of yourself doesn’t it. I think if you’re ever feeling a bit down or got some problem you forget about it for a little while because you are having a bit of fun.”
[5K]Slide51
4. Musical fulfilment“Everybody in the family played an instrument, and I was the only one who didn’t, and I felt, kind of always felt a little left out. So when this came up I said well maybe I start, this is good.” [14R]
“It’s like giving a new lease of life, that’s what I felt. And it will be something to look forward to, something for yourself that you’ve always wanted to do, but you’ve got the opportunity there, a shack of window being opened.”
[7K]Slide52
5. Ability to make music“I got so excited over that…to actually hear myself, you know, I could actually recognize something I was playing… It’s when you can actually produce something, I couldn’t believe it you know.” [7K]
“I’m still in awe of musicians, but maybe slightly less because some of the fog has been removed. I realize it’s possible if I did keep at it.”
[13K]Slide53
6. Self-satisfaction“[It] sort of makes you feel good about yourself because you have achieved it. So even if it is a small piece, you know a short piece, if you can do it right, if you can do it
well
you feel as if you have achieved something and it makes it, definitely gives you the feel good factor.”
[8K]Slide54
6. Self-satisfaction“Well, it gives me personal involvement with music and a way of concentrating on certain pieces and the satisfaction of knowing that I am making some progress, however slow, in the special subject of my choice.” [15R]Slide55
Hedonic wellbeing
Subjective experiences of pleasure
Eudaimonic
wellbeing
Enhanced social
interactions
Engagement
in daily life
Musical
fulfilment
Ability
to make music
Self-satisfaction
Learning to make music
Video link
Five ways to wellbeing
Connect
with
others.
Be active
.
Taking notice of your surroundings
.
Give to others and the community
.
Learn something
new.
One very good way to wellbeing?
Make music!Slide56
Centre for Performance ScienceRoyal College of Music
www.rcm.ac.uk/
Rhythm
forLife